few_shots: Example:
Problem/activity:
Problem 1
Solve using the standard algorithm. If you get stuck, use an area model and/or the partial products algorithm to help. Then assess the reasonableness of your answer.
a.
$$5,803\times46$$
b.
$$63\times2,116$$
Problem 2
Dunkin' introduced a croissant doughnut in 2014. In the first three months of its debut, they sold 7,870 dozen of them per day. How many croissant doughnuts were sold in the first three months?


Mathematical concept/skill options: 
A. Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)
B. Understand place value.
C. Understand the place value system.
D. Extend the counting sequence.
E. Work with numbers 11–19 to gain foundations for place value.
F. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
G. Perform operations with multi-digit whole numbers and with decimals to hundredths.
H. Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
I. Use place value understanding and properties of operations to add and subtract.


Thought: This set of problems asks students to perform multiplication, which is an operation, on multi-digit whole numbers.
Answer: G

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_000674

5
options: Compare numbers.

Count to tell the number of objects.

Know number names and the count sequence.
problem_activity: Narrative
The purpose of this activity is for students to compare numbers in a way that makes sense to them. Students can use physical objects or make drawings to represent each number (MP5), and match or count to compare. Students can also use their knowledge of the count sequence and understanding that each successive number refers to a quantity that is one more to compare the numbers. In the synthesis students describe how creating representations of numbers helps to compare numbers.
Action and Expression: Internalize Executive Functions.
After students decide which manipulative they will use for the activity, invite students to plan a strategy for how they will use their manipulatives to determine which number is more. If students choose to use counters, give them access to 5-frames to help with the counting.
Supports accessibility for: Visual-Spatial Processing, Conceptual Processing, Organization
Required Materials
Materials to Gather
Connecting cubes or counters
Launch
Groups of 2
Give students access to connecting cubes or counters.
“Work with your partner to figure out which number is more. Circle the number that is more.”
Activity
5 minutes: partner work time
Monitor for students who create representations of the numbers using cubes or a drawing and use these representations to compare.
Monitor for students who counted to figure out which number is more.
Student Facing
Circle the number that is more.
[IMG]
[IMG]
[IMG]
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students circle the number that is less instead of the number that is more, consider asking:
“What do you know about these two numbers? What are you trying to figure out?“
“How can you use the cubes to show each number? How can the cubes help you figure out which number is more?“
Activity Synthesis
Invite previously selected students to share the representations they made and how they used them to figure out which number is more.
“How did counting out the groups of objects or drawing pictures help you figure out which number is more?”
Invite previously selected students to share how counting helped them compare the numbers.
“We know 8 is more than 5. Compare these numbers using ‘less’.”


correct_option_index: 0